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Discussion
A
Accessible Instructional Materials
Accommodations, Modifications, Supplementary Aids, and Services
Adaptive Equipment
Adapted Physical Education
Alternate Curriculum and Assessment
ARD/IEP Process
Assistive Technology
Attendance
Attention Deficit Hyperactivity Disorder (ADHD)
Auditory Impairment
Auditory Processing
Autism
B
Behavior Support
C
Cameras in the Classroom
Child Find (Initial Referral)
Commensurate School Day
Confidentiality of Student Records
Counseling and Psychological Services
D
Determination of FAPE and Compensatory Services
Disability Categories
Discontinuing Special Education Services
Documentation of Supports and Services Provided for Transfer Students
Dyslexia
E
Early Childhood
English Language Learners
Extended School Year Services
F
Field Trips
Forms
G
Glossary of Terms
Grade Placement Committee
Graduation
H
Health and Medical Services
Homebound Services
I
Identification
Inclusive Services
Independent Educational Evaluation
Individualized Education Program (IEP)
In-Home, Community-Based Training
Intervention Assistance Team (IAT)
L
Least Restrictive Environment (LRE)
The Legal Framework
M
Music Therapy
O
Occupational Therapy
Out of District Programs
P
Parent Concerns
Physical Therapy
Placement Review and Reintegration Process
Private, Religious, and Home Schools
Programs and Services
Progress Monitoring and Reporting
R
Re-evaluations
Referral for Initial Evaluation
Residential Facilities Monitoring
Rules and Regulations
S
Section 504 and the ADA
Self-contained Program Placement Decisions
Social Work Services
Special Education Dispute Resolution Systems Handbook
Speech-Language Services
SPP Data Collection
Staffing Recommendations
Standards-Based IEPs
State Assessment
Student Records
Surrogate Parent
T
Transition
Translation and Interpretation
Transportation
U
Universal Design for Learning (UDL)
V
Visual Impairment
Programs and Services
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What's Required
Federal law requires that a school district must ensure a continuum of placements is available to meet the needs of students with disabilities
(34 CFR 300.115I(b)).
What We Do
Educational Placements
18 Plus Transition
Behavior Support Class (BSC)
Community Services
EXPLORE
Harper Alternative
HISD HCC Transition Program
HISD HEART Program
Preparing Students for Independence (PSI)
Preschoolers Achieving Learning Skills (PALS)
Resource
Services for Students with Auditory Impairments including Regional Day School Program for the Deaf (RDSPD)
Services for Students with Visual Impairments
Skills for Learning and Living (SLL)
SOAR
Structured Learning Class (SLC)
Successfully Aiming for Excellence (SAFE)
Transition Ready with Essential
Knowledge (TREK)
Forms
Texas Education Agency Question and Answer Document on Least Restrictive Environment (
English
,
Spanish
)
Resources
Program and Service Maps
Decision-Making Process for Self-Contained Classes
Guidance for Adding, Closing, or Moving Programs for Students with Disabilities
Guidance for Designing Special Education Services that Support State Standards
HISD Learning Success Center Guidelines
Observable Indicators In Classrooms for Students with Disabilities
Self-contained Placement Decisions
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What's Required
Federal law requires that a school district must ensure a continuum of placements is available to meet the needs of students with disabilities (34 CFR 300.115I(b)).What We Do
Educational Placements18 Plus TransitionBehavior Support Class (BSC)Community ServicesEXPLOREHarper AlternativeHISD HCC Transition ProgramHISD HEART ProgramPreparing Students for Independence (PSI)Preschoolers Achieving Learning Skills (PALS)ResourceServices for Students with Auditory Impairments including Regional Day School Program for the Deaf (RDSPD)Services for Students with Visual ImpairmentsSkills for Learning and Living (SLL)SOARStructured Learning Class (SLC)Successfully Aiming for Excellence (SAFE)Transition Ready with Essential Knowledge (TREK)
Forms
Resources